The Role of the History of Mathematics in the Teaching/Learning Process

Part I: The use of history in the teaching of mathematics.- Chapter 1. The exploration of Inaugural understandings in the history of mathematics and its potential for didactic and pedagogical reflection.- Chapter 2. The value of historical knowledge through challenging mathematical tasks.- Chapter 3. An historic approach to modelling: enriching high school student's capacities.- Chapter 4. The introduction of the algebraic thought in Spain: the resolution of the second degree equation.- Part II: History of mathematics and its relation to mathematical education.- Chapter 5. Mathematics Education in Different Times and Cultures.- Chapter 6. Integrating the history of mathematics in mathematics education: examples and reflections from the classroom.- Chapter 7. Re-constructing the image of mathematics through the diversity of the historical journeys of famous mathematicians.- Chapter 8. History of Ethnomathematics: Recent developments.- Part III: The role of history in the process of training the mathematician.- Chapter 9. Problems and puzzles in history of mathematics.- Chapter 10. The potential in teaching the history of mathematics to pre-service teachers. Chapter 11. The role of history in enriching mathematic teachers' training for Primary Education.- Chapter 12. Recent trends of history of Mathematics Teacher Education.- Part IV: Technology in the recent history of Mathematics Education.- Chapter 13. Tools and technologies in a sociocultural approach of learning mathematical modelling.- Chapter 14. Technology in primary and secondary school to teach and learn mathematics in the last decades.- Chapter 15. A Trajectory of Digital Technologies Integration in Mathematical Education in Brazil: challenges and opportunities.- Chapter 16. History, Technology and Dynamic Geometry: From resources with static construction to DGE with touchscreen.

Sixto Romero Sánchez is a past Vice President and current member of the International Commission for the Study and Improvement of Mathematics Education (CIEAEM) and the president of the Iberio-American Academy of La Rabida. He is the Editor in Chief of Review MSEL (Modeling in Science Education and Learning) and a member of the Advisory Council of the Union Magazine -FISEM-Ibero-American Federation of Mathematics Teachers Societies.



Ana Serradó Bayés is currently the Vice President of the International Commission for the Study and Improvement of Mathematics Education (CIEAEM), Vice President of the Education Commission of the Royal Spanish Mathematics Society (RSME) and a member of the Education Commission of the European Mathematical Society (EMS). She has an extensive record of publications in mathematics teacher professional development, statistics education, evaluation instruments, reading in mathematics classrooms, and technology integration in mathematics education.

Peter Appelbaum is a past Vice President of the International Commission for the Study and Improvement of Mathematics Education (CIEAEM) and Director of the Youth Mathematician Laureate Project. He has an extensive record of publications in curriculum theory, post-colonial and critical ethnomathematics education, and creative approaches to teaching and learning mathematics including, Embracing Mathematics: On Becoming a Teacher and Changing with Mathematics (Routledge, 2007), and Popular Culture, Educational Discourse, and Mathematics (SUNY Press, 1995).



Gilles Aldon is the current President of the International Commission for the Study and Improvement of Mathematics Education (CIEAEM), past Director of the EducTice interdisciplinary research team working on the use of technology in education, and former Assistant Director of IREM of Lyon (Research Institute on Mathematics Education). He is a faculty member